DOCSLIB.ORG

A Study in Comparative Lexicography. James David Anderson Louisiana State University and Agricultural & Mechanical College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Study in Comparative Lexicography. James David Anderson Louisiana State University and Agricultural & Mechanical College Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1971 The evelopmeD nt of the English-French, French- English Bilingual Dictionary: a Study in Comparative Lexicography. James David Anderson Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Anderson, James David, "The eD velopment of the English-French, French-English Bilingual Dictionary: a Study in Comparative Lexicography." (1971). LSU Historical Dissertations and Theses. 2104. https://digitalcommons.lsu.edu/gradschool_disstheses/2104 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. I II 11 \ I 72-17,742 ANDERSON, James David, 1935- ; THE DEVELOPMENT OF THE ENGLISH-FRENCH, FRENCH- ENGLISH BILINGUAL DICTIONARY: A STUDY IN COMPARATIVE LEXICOGRAPHY. The Louisiana State University and Agricultural and Mechanical College, Ph.D., 1971 'i Language and Literature, linguistics } University Microfilms, A XEROX Company, Ann Arbor, Michigan © 1972 JAMES DAVID ANDERSON ALL RIGHTS RESERVED The Development of the English-French, French-English Bilingual Dictionary: A Study in Comparative Lexicography A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Foreign Languages by James David Anderson B.A., Brooklyn College of the City University of New York, 1957 M.A., The Florida State University, 1959 December 1971 PLEASE NOTE: I Some pages may have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company Anderson, James David, B.A. Brooklyn College, 1957 M.A.‘, Florida State University, 1959 Doctor of Philosophy, Fall Commencement, 1971 Majors Linguistics; Minors French The Development of the English-French, French-lfriglish Bilingual Dictionary s A Study in Comparative Lexicography Dissertation directed by Professor Mary S. Metz Pages in Dissertation 234-. Words in abstract, 555. f:' i I This study traces the development of the English-French bilingual dictionary from Caxton up to the end of the eighteenth century. Part I, the bio-bibliographical section, is divided into three chapters: ' I' Chapter 1, The Pre-dictionary period and Caxton; Chapter II, The Renaissance; and Chapter III, the Seventeenth and Eighteenth Century. Chapter 1 begins with an outline of French usage in England from the time of Edward the Confessor to 1480, the year of Caxton's Vocabulary in French and English. The chapter then reviews the need which prompted the production of word lists in England rather than in France, the early beginnings of the bilingual dictionary in such glossaries as the Leiden and Epinal, the early word lists and vocabu­ laries, and finally Caxton's role as a lexicographer. Chapters II and III contain bio-bibliographical information on the lexicographers under consideration, namely Lucas Harryson, Claude Hollyband (Claude de Sainliens), Randle Cotgrave, Guy Miege, Abel Boyer, Thomas Nugent, and Louis Chambaud. A detailed investigation and evaluation of the first editions of their dictionaries is made in order to establish their contribution to the field of bilingual lexico­ graphy. A facsimile of the title page of each first edition is furnished, along with a discussion of the format of the work and the contents of the preface and preliminaries, where significant to the study./Each work is reviewed in.terms of title, author, editor, year, place ^nd city of publication, dimensions, material, number of pages, number^of entries per page, print type, dedication, number of editions and years, order, pagination, alphabetization, spelling, capitalization, accents, possible sources, guide letters, revisions, type of equiva­ lents and definitions used, range and scope of entries, phonetic » descriptions, verb forms, and consistency. I i i Part II, The Study of the Lexicon, is divided into two chapters: Chapter IV, Nouns; and Chapter V, Verbs. Twenty randomly selected glosses from the bilingual dictionaries under study, and other impor­ tant bilingual and monolingual dictionaries, i.e. Robert Estienne's Dictionnaire francoislatin, Higgins' Huloet *s Dictionarie neweleye corrected, Baret's An Alvearie or Quadruple Dictionarie, Nicot's Thresor de la langue frangoise, Furetiere’s Dictionnaire universel, Richelet 's Nouveau dictionnaire frangois, the Dictionnaire de l'Academie . francaise, and Samuel Johnson’s A Dictionary of the English Language, were compared and contrasted. Through the use of the comparative method possible sources were observed, as well as syntactic and semantic developments within the contexts of sentences and phrases in both French and English. The conclusion corroborates data and findings from both parts and suggests areas of possible future investigation. The dissertation is followed by five appendices: Appendix 1, an •\ annotated bibliography of important medieval glosses in manuscript which bear on the development of the bilingual dictionary; Appendix 11, an annotated bibliography of editions and re-editions of English- French, Freni^-English bilingual dictionaries from the sixteenth to the eighteenth century, including re-editions extending up to the twentieth century, availability of editions in several U.S. and I European libraries, and call number (where applicable); Appendix 111, a listing of other important works from the sixteenth to the / ‘ eighteenth century, including monolingual English, French, and Latin dictionaries, polyglot dictionaries, English-Latin, French-Latin, Spaiilsh-English, Italian-English mono and bi-directional bilingual dictionaries, and other important works not fitting into the category of dictionary; and Appendix IV, a listing of English-French, French-English bilingual dictionaries from the nineteenth and twentieth century. Other significant works published contem­ poraneously to these are included in Appendix V. \ To my family I wish to extend my sincerest thanks to the members of my committee who so willingly and conscientiously offered their assistance in the preparation of this dissertation. TABLE OF CONTENTS INTRODUCTION.................................................. 1 PART I. A BIO-BIBLIOGRAPHICAL STUDY OF THE ENGLISH-FRENCH AND FRENCH-ENGLISH BILINGUAL DICTIONARY TO THE EIGHTEENTH CENTURY Chapter I. THE PRE-DICTIONARY PERIOD............. .............. 7 William Caxton, 1480 II. THE RENAISSANCE...................................... 34 Lucas Harryson, 1571 Claude Hollyband (Holyband, Holliband, Holiband, alias Claude de Sainliens), 1593 Randle (Randal) Cotgrave, 1611 III. THE SEVENTEENTH AND EIGHTEENTH CENTURIES............. 62 Guy Miege, 1677 Abel Boyer, 1699 Thomas Nugent, 1767 Louis Chambaud, 1776 PART II . A COMPARATIVE STUDY OF SELECTED ENTRIES IV. NOUNS................................................ 118 V. Verbs................................................ 150 CONCLUSION.................................................... 183 APPENDICES.................................................... 186 BIBLIOGRAPHY 229 INTRODUCTION Until Vera Smalley’s The Sources of "A Dictionaire of the French and English Tongues'* by Randle Cot grave was published, the study of French lexicography was sparse. Most of the material was relegated to a few books here and there, and to some articles in journals appearing in the early part of the twentieth century. Charles Beaulieux contri­ buted an article "Liste des dictionnaires anterieurs au Thresor de Nicot (160b)11 in Melange de philologie offerts ja Ferdinand Brunot (Paris, 1904), but this was limited in that it stopped at 1573, just prior to Nicot’s work, and did not contain much information beyond the list. Beaulieux does show, however, that Nicot's Thresor was the first dictionary in the fullest sense of the word, and that the reason for its tardy arrival was because no one had really considered it important enough to bring together all the "richesses de notre langue trop longtemps dedaignee." Bilingual dictionaries were another matter, however. Latin-French, French-Latin, and polyglot dictionaires were more frequent and made their appearance before the monolingual types. The Melanges also included an article by Oscar Bloch ’’Etude sur le dictionnaire de J. Nocot (1606)", but this again was a limited study dealing with the lexical omissions in Nicot’s work. There also appeared three more complete works devoted to individual lexicographers: Edgar E. Brandon's Robert Estienne et le dictionnaire franqais au 18e siecle (Baltimore, 1904), and Maxime Lanusse's De Joanne Nicotio Philologo (Grenoble, 1893) . In La Vie et les Oeuvres de Claude de Sainliens, 2 alias Claudius Holyband (Paris, 1908) Lucy Farrar discusses Holyband as a source for Cotgrave. More numerous studies have been devoted to Cotgrave probably because of his association with Renaissance literary works, as the Cotgrave dictionary enjoyed widespread popularity at the time. Lazare Sainean pointed this out in Les Sources de 1*argot ancien (Paris, 1912) and in La Langue de Rabelais (Paris, 1923). In an article "Les Interpretes de Rabelais en Angleterre et en Allemagne" appearing in the Revue des Etudes Rabelaisiennes, VII,
Load more

Recommended publications
  • English for Speakers of Other Languages (ESOL) Services Individualized Modifications/Accommodations Plan
    Student Name/ESOL Level:_____ __________ _ _ _ _ _ _ School/Grade Level: _____________________ | 1 School District of _____________________________________ County English for Speakers of Other Languages (ESOL) Services Individualized Modifications/Accommodations Plan General Specific Strategies and Ideas Modifications General Collaborate closely with ESOL teacher. Establish a safe/relaxed/supportive learning environment. Review previously learned concepts regularly and connect to new learning. Contextualize all instruction. Utilize cooperative learning. Teach study, organization, and note taking skills. Use manuscript (print) fonts. Teach to all modalities. Incorporate student culture (as appropriate). Activate prior knowledge. Allow extended time for completion of assignments and projects. Rephrase directions and questions. Simplify language. (Ex. Use short sentences, eliminate extraneous information, convert narratives to lists, underline key words/key points, use charts and diagrams, change pronouns to nouns). Use physical activity. (Total Physical Response) Incorporate students L1 when possible. Develop classroom library to include multicultural selections of all reading levels; especially books exemplifying students’ cultures. Articulate clearly, pause often, limit idiomatic expressions, and slang. Permit student errors in spelling and grammar except when explicitly taught. Acknowledge errors as indications of learning. Allow frequent breaks. Provide preferential seating. Model expected student outcomes. Prioritize course objectives. Reading Pre-teach vocabulary. in the Content Areas Teach sight vocabulary for beginning English readers. Allow extended time. Shorten reading selections. Choose alternate reading selections. Allow in-class time for free voluntary and required reading. Use graphic novels/books and illustrated novels. Leveled readers Modified text Use teacher read-alouds. Incorporate gestures/drama. Experiment with choral reading, duet (buddy) reading, and popcorn reading.
    [Show full text]
  • Four Strands to Language Learning
    International Journal of Innovation in English Language Teaching… ISSN: 2156-5716 Volume 1, Number 2 © 2012 Nova Science Publishers, Inc. APPLYING THE FOUR STRANDS TO LANGUAGE LEARNING Paul Nation1 and Azusa Yamamoto2 Victoria University of Wellington, New Zealand1 and Temple University Japan2 ABSTRACT The principle of the four strands says that a well balanced language course should have four equal strands of meaning focused input, meaning focused output, language focused learning, and fluency development. By applying this principle, it is possible to answer questions like How can I teach vocabulary? What should a well balanced listening course contain? How much extensive reading should we do? Is it worthwhile doing grammar translation? and How can I find out if I have a well balanced conversation course? The article describes the rationale behind such answers. The four strands principle is primarily a way of providing a balance of learning opportunities, and the article shows how this can be done in self regulated foreign language learning without a teacher. Keywords: Fluency learning, four strands, language focused learning, meaning focused input, meaning focused output. INTRODUCTION The principle of the four strands (Nation, 2007) states that a well balanced language course should consist of four equal strands – meaning focused input, meaning focused output, language focused learning, and fluency development. Each strand should receive a roughly equal amount of time in a course. The meaning focused input strand involves learning through listening and reading. This is largely incidental learning because the learners’ attention should be focused on comprehending what is being read or listened to. The meaning focused output strand involves learning through speaking and writing and in common with the meaning focused input strand involves largely incidental learning.
    [Show full text]
  • REFERENCE DOCUMENT Containing the Annual Financial Report Fiscal Year 2016 PROFILE
    REFERENCE DOCUMENT containing the Annual Financial Report Fiscal Year 2016 PROFILE The Lagardère group is a global leader in content publishing, production, broadcasting and distribution, whose powerful brands leverage its virtual and physical networks to attract and enjoy qualifi ed audiences. The Group’s business model relies on creating a lasting and exclusive relationship between the content it offers and its customers. It is structured around four business divisions: • Books and e-Books: Lagardère Publishing • Travel Essentials, Duty Free & Fashion, and Foodservice: Lagardère Travel Retail • Press, Audiovisual (Radio, Television, Audiovisual Production), Digital and Advertising Sales Brokerage: Lagardère Active • Sponsorship, Content, Consulting, Events, Athletes, Stadiums, Shows, Venues and Artists: Lagardère Sports and Entertainment 1945: at the end of World 1986: Hachette regains 26 March 2003: War II, Marcel Chassagny founds control of Europe 1. Arnaud Lagardère is appointed Matra (Mécanique Aviation Managing Partner of TRAction), a company focused 10 February 1988: Lagardère SCA. on the defence industry. Matra is privatised. 2004: the Group acquires 1963: Jean-Luc Lagardère 30 December 1992: a portion of Vivendi Universal becomes Chief Executive Publishing’s French and following the failure of French Offi cer of Matra, which Spanish assets. television channel La Cinq, has diversifi ed into aerospace Hachette is merged into Matra and automobiles. to form Matra-Hachette, 2007: the Group reorganises and Lagardère Groupe, a French around four major institutional 1974: Sylvain Floirat asks partnership limited by shares, brands: Lagardère Publishing, Jean-Luc Lagardère to head is created as the umbrella Lagardère Services (which the Europe 1 radio network. company for the entire became Lagardère Travel Retail ensemble.
    [Show full text]
  • Polish Americans In
    http://lexikos.journals.ac.za; https://doi.org/10.5788/28-1-1467 Polish Americans in the History of Bilingual Lexicography: The State of the Art Mirosława Podhajecka, Institute of English, University of Opole, Poland ([email protected]) Abstract: This paper measures dictionaries made by Polish Americans against the development of the Polish–English and English–Polish lexicographic tradition. Of twenty nine monoscopal and biscopal glossaries and dictionaries published between 1788 and 1947, four may be treated as mile- stones: Erazm Rykaczewski's (1849–1851), Władysław Kierst and Oskar Callier's (1895), Władysław Kierst's (1926–1928), and Jan Stanisławski's (1929). Unsurprisingly, they came to be widely repub- lished in English-speaking countries, primarily the United States of America, for the sake of Polish- speaking immigrants. One might therefore wonder whether there was any pressing need for new dictionaries. There must have been, assuming that supply follows demand, because as many as eight Polish–English and English–Polish dictionaries were compiled by Polish Americans and pub- lished by the mid-twentieth century. The scant attention accorded this topic suggests a chronologi- cal approach to these dictionaries is in order, firstly, to blow the dust from the tomes; secondly, to establish their filial relationships; and, lastly, to evaluate their significance for the bilingual diction- ary market. Keywords: HISTORY, BILINGUAL LEXICOGRAPHY, BILINGUAL DICTIONARY, POLISH AMERICANS, SOURCE LANGUAGE (SL), TARGET LANGUAGE (TL), EQUIVALENT, LEXI- COGRAPHER, TRADITION Opsomming: Poolse Amerikaners in die geskiedenis van tweetalige leksi- kografie: Die jongste stand. In hierdie artikel word woordeboeke wat saamgestel is deur Poolse Amerikaners gemeet aan die ontwikkeling van die Pools–Engelse en Engels–Poolse leksiko- grafiese tradisie.
    [Show full text]
  • Bilingual Dictionary Generation for Low-Resourced Language Pairs
    Bilingual dictionary generation for low-resourced language pairs Varga István Yokoyama Shoichi Yamagata University, Yamagata University, Graduate School of Science and Engineering Graduate School of Science and Engineering [email protected] [email protected] choice and adaptation of the translation method Abstract to the problem of available translation resources between the chosen languages. Bilingual dictionaries are vital resources in One possible solution is bilingual corpus ac- many areas of natural language processing. quisition for statistical machine translation Numerous methods of machine translation re- (SMT). However, for highly accurate SMT sys- quire bilingual dictionaries with large cover- tems large bilingual corpora are required, which age, but less-frequent language pairs rarely are rarely available for less represented lan- have any digitalized resources. Since the need for these resources is increasing, but the hu- guages. Rule or sentence pattern based systems man resources are scarce for less represented are an attractive alternative, for these systems the languages, efficient automatized methods are need for a bilingual dictionary is essential. needed. This paper introduces a fully auto- Our paper targets bilingual dictionary genera- mated, robust pivot language based bilingual tion, a resource which can be used within the dictionary generation method that uses the frameworks of a rule or pattern based machine WordNet of the pivot language to build a new translation system. Our goal is to provide a low- bilingual dictionary. We propose the usage of cost, robust and accurate dictionary generation WordNet in order to increase accuracy; we method. Low cost and robustness are essential in also introduce a bidirectional selection method order to be re-implementable with any arbitrary with a flexible threshold to maximize recall.
    [Show full text]
  • I Want to Help, but I Don't Understand the Question!
    I want to help, but I don’t understand the question! A handbook for parents of French Immersion students French Immersion Department École Secondaire Earl Marriott Sec Avril 2005 Bienvenue à l’immersion française ! This booklet is intended for the use of parents of children pursuing the Immersion program at the grade eight level. The intent is that this booklet will enable parents to support their children at home, by means of homework help, the supervision of healthy study habits, and further encouragement of immersion into French language and culture. L’histoire de l’immersion: 1958 – first known immersion program in Canada opens in a Quebec school. 1962 – the Toronto French School began its immersion program. 1969 – the official Languages Act is passed, giving Canada two official languages. 1971 – late immersion programs are developed. 1977 – the foundation of Canada Parents for French. 1977 – first early immersion program opens in Surrey. 1978 – first late immersion program opens in Surrey. 2001 – more than 318 000 French Immersion students enrolled in Canadian schools. French Immersion is known internationally as the “great Canadian experiment!” Many countries, such as the United States, Australia, Hong Kong and Spain have modeled their own immersion programs after the successes of the Canadian system. Within Canada, children are immersed in French Immersion programs across the country, from St. John’s Newfoundland to Vancouver, British Columbia and to Inuvik, Northwest Territories. 2 Les caractéristiques du programme Pourquoi l’immersion ? d’immersion française: “…the ability to speak French will The philosophy of a French Immersion class is help me to get a good job, because I that French is the language that is spoken at all can speak both of Canada’s official times.
    [Show full text]
  • The Impact of Using a Bilingual Dictionary (English-Arabic) for Reading and Writing in a Saudi High School
    THE IMPACT OF USING A BILINGUAL DICTIONARY (ENGLISH-ARABIC) FOR READING AND WRITING IN A SAUDI HIGH SCHOOL By Ali Almaliki A Master’s Thesis/Project Capstone Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Education Teaching English to Speakers of Other Languages (TESOL) Department of Language, Learning and leadership State University of New York at Fredonia Fredonia, New York December 2017 THE IMPACT OF USING A BILINGUAL DICTIONARY (ENGLISH-ARABIC) FOR READING AND WRITING IN A SAUDI HIGH SCHOOL ABSTRACT The purpose of this study is to explore the impact of using a bilingual dictionary (English- Arabic) for reading and writing in a Saudi high school and also to explore the Saudi Arabian students’ attitudes and EFL teachers’ perceptions toward the use of bilingual dictionaries. This study involves 65 EFL students and 5 EFL teachers in one Saudi high school in the city of Alkobar. Mixed methods research is used in which both qualitative and quantitative data are collected. For participating students, pre-test, post-test, and surveys are used to collect quantitative data. For participating teachers and students, in-person interviews are conducted with select teachers and students so as to collect qualitative data. This study has produced eight findings; first is that the use of a bilingual dictionary has a significant effect on the reading and writing scores for both high and low proficiency EFL students. Other findings include that most EFL students feel that using a bilingual dictionary in EFL classrooms is very important to help them translate and learn new vocabulary words but their use of a bilingual dictionary is limited by the strategies for use that students know or are taught, and that both invoice and experienced EFL teachers agree that the use of a bilingual dictionary is important for learning word meaning and vocabulary, but they do not all agree about which grades should use bilingual dictionaries.
    [Show full text]
  • Near-Synonymy in Morphological Structures
    This is a repository copy of Near-synonymy in morphological structures. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/134444/ Version: Accepted Version Article: O'Neill, P. (2018) Near-synonymy in morphological structures. Languages in Contrast, 18 (1). pp. 6-34. ISSN 1387-6759 https://doi.org/10.1075/lic.00002.one © 2018 John Benjamins Publishing Company. This is an author produced version of a paper subsequently published in Languages in Contrast, Volume 18, Issue 1, 2018, pages: 6 –34, https://doi.org/10.1075/lic.00002.one. The publisher should be contacted for permission to re-use or reprint the material in any form. Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Near Synonymy in Morphological Structures: Why Catalans can abolish constitutions but Portuguese and Spanish speakers can’t. Paul O’Neill University of Sheffield This article examines the concept of defectivity in the verbal system of Spanish, Portuguese and Catalan.
    [Show full text]
  • Emory Semester in Paris: Handbook for EDUCO and Sciences Po
    Emory Semester in Paris: Handbook for EDUCO and Sciences Po Spring 2017 EDUCO Handbook – Table of Contents Before you go Basic Information 1 Arrival 1 Calendar 3 French Preparation 3 Packing 4 Travel Documents 7 Finances 10 Estimated Budget for Paris 12 Life in Paris Housing 15 Homestay Etiquette 15 Meals 18 Student Activities 18 Local Transportation 19 Cultural Adjustment 20 Travel 20 Health & Safety 21 Academics Orientation 21 EDUCO & the Parisian Universities 22 Institut d’Etudes Politiques de Paris – Sciences Po ________23 Library Facilities 23 Academic Year 24 Course Load and S/U 25 Course Approvals 25 Courses for the French Major and Minor 26 End of Semester “Business” 27 Grades & Transcripts 27 Vacation time and absences 27 Program Policies Admission 28 Insurance 28 Registration 28 Course Planning 28 Pre-Registration 29 Student Conduct 29 EDUCO Directory 29 Pre-Departure Reading 30 BEFORE YOU GO Basic Information The EDUCO program is sponsored by Emory, Duke, Cornell, and Tulane Universities (http://www.educo.fr/). Students from these four universities share housing arrangements, program activities, and instruction for program courses. The EDUCO Center is located at 214 boulevard Raspail, 75014 Paris. The office is generally open from 9:30 AM to 6:00 PM, Monday through Friday (Paris time). The président(e) for the EDUCO program is always a professor from Emory, Duke, Cornell, or Tulane, alternating yearly, and is approved by steering committees at the four universities. The president is a professor with a strong research interest in France, whose own work and enthusiasm in the country are widely known by colleagues and students.
    [Show full text]
  • An Analysis Towards the Development of Electronic Bilingual Dictionary (Manipuri-English) -A Report
    Sagolsem Poireiton Meitei et al, / (IJCSIT) International Journal of Computer Science and Information Technologies, Vol. 3 (2) , 2012,3423-3426 An Analysis towards the Development of Electronic Bilingual Dictionary (Manipuri-English) -A Report Sagolsem Poireiton Meitei, Shantikumar Ningombam, Prof. Bipul Syam Purkayastha Department of Computer Science Assam University, Silchar-788011 ABSTRACT-Meaningful sentences are composed of travel dictionaries, dictionaries of idioms and meaningful words; any system that hopes to process natural colloquialisms, a guide to pronunciation, a grammar languages as people do must have information about words, reference, common phrases and collocations, and a their meaning and relative words in another language. This dictionary of foreign loan words information is traditionally provided through electronic dictionaries. But these dictionary entries evolved for the convenience of human readers, not for machines. So, machine MANIPURI LANGUAGE readable electronic dictionary becomes the central resources Manipuri, locally known as Meiteilon (the Meitei+lon for Natural Language applications. Dictionaries and other ‘language’), is spoken basically in the state of Manipur lexical resources are not yet widely available in electronic form which is in the north eastern india. It is also spoken in for Manipuri language. And there is no machine readable Assam, Tripura, Mizoram, Burma and Bangladesh. dictionary that can provide both of lexical resources and Manipuri is the only medium of communication among 29 conceptual information. This paper describes the ongoing different mother tongues. Hence it is regarded as lingua development of an Electronic Manipuri Bilingual dictionary. franca of Manipur state. Since 20 August 1992 Manipuri This implementation will provide a more effective combination become the first TB (Tibeto Burman) language to receive of traditional English-Manipuri bi-lingual lexicographic information and their conceptual information recognition as a schedule VIII language of India.
    [Show full text]
  • Contributions to a Study of the Printed Dictionary in France Before 1539
    CONTRIBUTIONS TO A STUDY OF THE PRINTED DICTIONARY IN FRANCE BEFORE 1539 Jean Fiorence Shaw A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of French University of Toronto O Copyright by Jean floience Shaw 1997 National Library Bibliothèque nationale l*l of Canada du Canada Acquisitions and Acquisitions et Bibliographie Sewices services bibliographiques 395 Wellington Street 395, rue Wellington OttawaON K1A ON4 OttawaON K1AON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfichelfilm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fkom it Ni Ia thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Contributions to a Study of the Printed Dictionary in France before 1539 Doctor of Philosophy, 1997 Jean Florence Shaw Graduate Department of French, University of Toronto ABSTRACT A Carthusian monk at a priory near Abbeville, France, laid down his pen on April 30, 1440, ending twenty years* work writing a Latin-French dictionary which is remarkable for its size, organization and cornprehensiveness.
    [Show full text]
  • LGBTQ History Month - Pride Week | Goldsmiths, University of London
    09/28/21 LGBTQ History Month - Pride Week | Goldsmiths, University of London LGBTQ History Month - Pride Week View Online At the start of February we asked Library staff for suggestions of items we could put up in a library display for LGBTQ History Month. We got more suggestions than we could possibly fit in one display (though we have been moving things about) so we decided to put a full list up here for everyone to see. If you have any suggestions of your own tweet them to @GoldsmithsLib Allan, Alexandra, Elizabeth Atkinson, Elizabeth Brace, Renée DePalma, and Judy Hemingway. 2008. ‘Speaking the Unspeakable in Forbidden Places: Addressing Lesbian, Gay, Bisexual and Transgender Equality in the Primary School.’ Sex Education 8(3):315–28. doi: 10.1080/14681810802218395. Almodóvar, Pedro. 1999. ‘All about My Mother.’ Anon. n.d. ‘Gay MPs: Pride and Prejudice in Politics.’ Anon. n.d. ‘Journal of LGBT Youth.’ Anon. n.d. ‘LGBT+ History Month.’ Retrieved (https://lgbtplushistorymonth.co.uk/). Anon. n.d. ‘Pride in London.’ Retrieved (http://prideinlondon.org/). Anon. n.d. ‘Stonewall Uprising.’ Araki, Gregg, and Scott Heim. 2004. ‘Mysterious Skin.’ Atkinson, CJ, and Olly Pike. 2017. Can I Tell You about Gender Diversity?: A Guide for Friends, Family and Professionals. London: Jessica Kingsley Publishers. Baldwin, James. 2001. Another Country. London: Penguin. Baldwin, James. 2007. Giovanni’s Room. London: Penguin. Belkin, A. 2007. ‘“Don’t Ask, Don't Tell”: Does the Gay Ban Undermine the Military’s Reputation?’ Armed Forces & Society 34(2):276–91. doi: 10.1177/0095327X06294621. Black, Dustin Lance, and Gus Van Sant.
    [Show full text]